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HomeAcademic staffDr Nicki Martin
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My research interests centre around inclusive education across the age range into adulthood. Alongside autistic colleagues, I also research ways in which society could be more conducive to fulfilling lives of autistic people. I am Professorial Research Lead in Law and Social Sciences at LSBU, and Professor of Social Justice and Inclusive Practice.

As an Accredited Speaker for the CPD Standards Office, I deliver CPD on autism and social inclusion. I have an overview of two research groups at LSBU: Education for Social Justice (Ed4SJ) and Critical Autism and Disability Studies (CADS). The Participatory Autism Research Collective (PARC) originated within CADS. I am a National Teaching Fellow and hold, or have held, visiting professorships and fellowships at: Hong Kong Institute of Education, Trinity College Cambridge, Sheffield Hallam University and the RSA. Current funded research is exploring the wellbeing requirements of older autistic adults who have intellectual impairments and their family carers, and creating an autism friendly local authority. I am currently working on an edited book about Universal Design for Learning in Higher Education, and I edit the Journal of Inclusive Practice in Further and Higher Education.

Postgraduate Research Supervision
Current
Mr Andrew Christopher Levett ReadDoctoral Research ProjectDProf
Mr Justyn Rodney MackayDoctoral Research ProjectDProf
Mr Christopher MatthewsDoctoral Research ProjectDProf
Ms Sharron Jane SturgessDoctoral Research ProjectDProf
Mr Stephen TrimbleDoctoral Research ProjectDProf
Ms Nelly AlfandariDoctoral Research ProjectDProf
Mr Audley Beverley GrahamDoctoral Research ProjectDProf
Mrs Lucy Catherine AroraProfessional doctorate study and motherhood: A critical discourse analysisDProf
Ms Joanna KrupaDoctoral Research ProjectPhD
Mr Simon WickendenDoctoral Research ProjectDProf
Mrs Rachel Beth PictonExplore how social media is understood within the professional learning of undergraduate allied health students (diagnostic radiographers) in Generation ZDProf
Miss Mynesha SankarDoctoral Research ProjectDProf
Mrs Nerys Wyn BellefontaineNurse Education: Graduate Versus Diplomate Does having a nursing degree make you a better nurse? DProf
Mrs Denise MurdochDoctoral Research ProjectMRes
Ms Katherine PecheyDoctoral Research ProjectDProf
Mr M'Badia Urbain-Olivier AkpandjaDoctoral Research ProjectPhD
Mr Walter Eduardo Castro AbarcaDoctoral Research ProjectDProf
Mrs Cheryl Anne Angell-WellsBEYOND BEING HANDED THE IPAD: A HERMENEUTIC PHENOMENOLOGICAL STUDY OF LECTURERS' LIVED EXPERIENCES OF IPAD ADOPTIONDProf
Mrs Sandra Ellen WoodsExploring the lived experience of Dementia Friends Champions: Poetic representationDProf
Ms Patricia Anne OdellQuick Fix’ Or ‘Slow Deep Burn’? An Exploration Of The Benefits And Challenges Of Implementing A Joint Practice Development Approach In Further Education InstitutionsDProf
Dr Mary DohertyDoctoral Research ProjectMRes
Ms Claire Patricia FelixCRACKING THE CODE: FACTORS THAT INFLUENCE ACADEMIC SUCCESS ON THE SOCIAL WORK DEGREE A NEWLY QUALIFIED BLACK SOCIAL WORKER’S PERSPECTIVEDProf
Miss Paula SanchezDoctoral Research ProjectPhD
Ms Sally Elizabeth BrettPupils’ Experiences of Authentic Voice and Participatory Practices in a Special SchoolDProf
Lucy AroraDProf
Paula SanchezPhD

Awarded in the last 5 years
Ms Janet RamdeoBlack Female Teachers in White-Dominated Educational Spaces: Narratives of Professional IdentityDProf
Bev JoshuaDProf
Sally BrettDProf (taught)
P ODellDProf
FunderYear wonProjectRole
NHS England2022GP surgery sensory environment toolkitPrincipal Investigator
NHS England2022Autism training for General Practitioners by autistic doctorsPrincipal Investigator
The John & Lorna Wing Foundation 2021National Health Service General Practitioners’ Knowledge, Attitudes and Practices with Regards to Annual Health Checks for Autistic Adults and Mandatory Autism Training Principal Investigator
National Association of Disability Practitioners Ltd2021NADP amendmentsPrincipal Investigator
National Association of Disability Practitioners Ltd2020CPD_Cygnet mentoring project round 3Principal Investigator
National Association of Disability Practitioners Ltd2020CPD_Cygnet mentoring project round 2Principal Investigator
Surrey County Council2019App Res_SCC_Cullum Centres ReviewCo-Investigator
Surrey County Council2019Supporting Surrey’s ambition and children’s transformation programme around autism Co-Investigator
University for the Creative Arts2019G097_Training_UCA_N MartinPrincipal Investigator
University of the West of England2018G096_Training_UWE_N MartinPrincipal Investigator
The John & Lorna Wing Foundation 2019An evidence-based approach to identifying, understanding and improving practical and social support and wellbeing for autistic+adults over 45 and their family carersPrincipal Investigator
Society for Research into Higher Education (SRHE)2017RS_057_LSS_NickiMartin_Implementing inclusive teaching and learning in UK higher educationPrincipal Investigator
Leadership Foundation for Higher Education2018G074_AppRes_Advance HE_Disabled LeadershipPrincipal Investigator
Perseid School2017Best sensory practice with autistic childrenPrincipal Investigator
ProposalProjectRoleFunderStatusStatus last updated
PSL1920-0055_App Res_SCC_Cullum Centres ReviewApp Res_SCC_Cullum Centres ReviewCo-InvestigatorSurrey County CouncilOPEN Approved for submissionSep 2020
CPD_Cygnet mentoring project round 2CPD_Cygnet mentoring project round 2Principal InvestigatorNational Association of Disability Practitioners LtdOPEN SubmittedMar 2020
National strategy for autistic children, young people and adults: 2021 to 2026National strategy for autistic children, young people and adults: 2021 to 2026Principal InvestigatorDepartment of Health and Social CareOPEN In preparationJan 2022
National Health Service General Practitioners’ Knowledge, Attitudes and Practices with Regards to Annual Health Checks for Autistic Adults and Mandatory Autism Training National Health Service General Practitioners’ Knowledge, Attitudes and Practices with Regards to Annual Health Checks for Autistic Adults and Mandatory Autism Training Principal InvestigatorThe John & Lorna Wing Foundation OPEN Approved for submissionMar 2021
G096_Training_UWE_N MartinG096_Training_UWE_N MartinPrincipal InvestigatorUniversity of the West of EnglandOPEN Approved for submissionJan 2019
G074_AppRes_Advance HE_Disabled LeadershipG074_AppRes_Advance HE_Disabled LeadershipPrincipal InvestigatorLeadership Foundation for Higher EducationOPEN Approved for submissionApr 2019

Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison
Martin, N. (2020). Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison. Journal of Inclusive Practice in Further and Higher Education. 13 (1).

Cancer, Bereavement and Work
Martin, N. (2021). Cancer, Bereavement and Work. in: Brown, N. (ed.) Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education Bristol Bristol University Press.

Guest editorial
Fertig, H., Martin, N. and Waltz, M. (2021). Guest editorial. Advances in Autism. 7 (1). https://doi.org/10.1108/AIA-01-2021-0007

Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students
Martin, N. and Cannon, H. (2020). Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students. Journal of Inclusive Practice in Further and Higher Education. 12 (1), pp. 65-86.

A Practical Response to Ableism in Leadership in UK Higher Education
Martin, N. (2019). A Practical Response to Ableism in Leadership in UK Higher Education. in: Brown, N. and Leigh, J. (ed.) Ableism in Academia UCL Press.

Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic
Martin, N. and Peacock, B. (2020). Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic . Good Autism Practice. 21 (2), pp. 5-10.

University through the eyes of autistic students and staff
Martin, N. (2020). University through the eyes of autistic students and staff. in: Milton, D. (ed.) Neurodiversity Reader

Perspectives on UK university employment from autistic researchers and lecturers
Martin, N. (2020). Perspectives on UK university employment from autistic researchers and lecturers. Disability & Society. https://doi.org/10.1080/09687599.2020.1802579

Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and ‘Typical Academics’ in UK Universities
Martin, N. (2020). Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and ‘Typical Academics’ in UK Universities. in: Chown, N. (ed.) Neurodiversity: A New Critical Paradigm Routledge.

The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace
Wilson, L., Martin, N., Conway, J. and Turner, P. (2020). The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace. NADP.

Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium
Kandeh, M.S., Kandeh, M.K., Martin, N. and Krupa, J. (2020). Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium. Advances in Autism. 6 (2), pp. 165-175. https://doi.org/10.1108/AIA-12-2018-0051

Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice
Martin, N. (2019). Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice . Journal of Inclusive Practice in Further and Higher Education. 11 (1), pp. 52-53.

Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence
Martin, N, Wray, M, James, A, Draffan, EA, Krupa, J and Turner, P (2019). Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence. Society for Research into Higher Education.

A critical reflection on the development of the Participatory Autism Research Collective (PARC)
Milton, D, Ridout, S, Kourti, M, Loomes, G and Martin, N (2019). A critical reflection on the development of the Participatory Autism Research Collective (PARC). Tizard Learning Disability Review. https://doi.org/10.1108/TLDR-09-2018-0029

The sensory school: working with teachers, parents and pupils to create good sensory conditions
Martin, N, Milton, DEM, Krupa, J, Brett, S, Bulman, K, Callow, D, Copeland, F, Cunningham, L, Ellis, W, Harvey, T, Moranska, M, Roach, R and Wilmot, S (2019). The sensory school: working with teachers, parents and pupils to create good sensory conditions. Advances in Autism. 5 (2), pp. 131-140. https://doi.org/10.1108/AIA-09-2018-0034

Identifying and Addressing Barriers to Employment of Autistic Adults
Martin, N, Barnham, C and Krupa, J (2019). Identifying and Addressing Barriers to Employment of Autistic Adults. Journal of Inclusive Practice in Further and Higher Education. 10 (1), pp. 56-77.

Pastoral care and intellectual disability. A person-centred approach
Martin, N (2019). Pastoral care and intellectual disability. A person-centred approach. Disability and Society. 34 (3). https://doi.org/10.1080/09687599.2018.1563988

Guest editorial
Milton, DEM and Martin, N (2018). Guest editorial. Advances in Autism. 4 (4), pp. 153-154. https://doi.org/10.1108/AIA-10-2018-041

Inclusive teaching and learning: what's next?
Draffan, E, James, A and Martin, N (2017). Inclusive teaching and learning: what's next? Journal of Inclusive Practice in Further and Higher Education. 9 (1), pp. 23-34.

Considering employment of young people with intellectual impairment and autism leaving school and college
Barnham, C and Martin, N (2017). Considering employment of young people with intellectual impairment and autism leaving school and college. Autism and Intellectual Disability in Adults. 2 (1), pp. 53-59.

Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions.
Wilson, L and Martin, N (2017). Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions. Journal of Inclusive Practice in Further and Higher Education.

Autism and old age
Martin, N and Krupa, J (2017). Autism and old age. in: Autism and Intellectual Disability in Adults Hove Pavilion Publishing and Media.

Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study
Martin, N, Milton, D, Sims, T, Dawkins, G, Baron-Cohen, S and Mills, R (2017). Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study. Advances in Autism. 3 (4). https://doi.org/10.1108/AIA-06-2017-0013

Supporting the inclusion of autistic children
Martin, N and Milton, D (2017). Supporting the inclusion of autistic children. in: Knowles, G (ed.) Supporting Inclusive Practice and ensuring opportunity is equal for all Routledge.

The development and evaluation of a mentor training program for those working with autistic adults
Milton, D, Sims, T, Dawkins, G, Martin, N and Mills, R (2017). The development and evaluation of a mentor training program for those working with autistic adults. Good Autism Practice. 18 (1), pp. 25-33.

The Cambridge Project: reflections on a university-based AS social group
Hastwell, J, Martin, N, Baron-Cohen, S and Harding, J (2017). The Cambridge Project: reflections on a university-based AS social group. Good Autism Practice. 18 (1), pp. 97-105.

Encouraging disabled leaders in higher education: recognising hidden talents
Martin, N (2017). Encouraging disabled leaders in higher education: recognising hidden talents. Leadership Foundation for Higher Education.

Beyond reasonable adjustment: autistic-friendly spaces and Universal Design
Milton, D, Martin, N and Melham, P (2016). Beyond reasonable adjustment: autistic-friendly spaces and Universal Design. in: Milton, D and Martin, N (ed.) Autism and Intellectual Disabilities in Adults Vol. 1 Hove Pavilion Publishing and Media. pp. 81-85

Developing a user informed training package for mentoring people on the autism spectrum
Sims, T, Milton, D, Martin, N and Dawkins, J (2016). Developing a user informed training package for mentoring people on the autism spectrum. Journal of Inclusive Practice in Further and Higher Education. 7 (1), pp. 49-52.

Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates
Chown, N, Beardon, L, Martin, N and Ellis, S (2016). Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 22-38.

REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning
Martin, N (2016). REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning. National Autism Society 2016 Professional Conference. Telford 01 - 02 Mar 2016 London South Bank University.

Compassionate Balliol
Martin, N (2015). Compassionate Balliol. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 58-61.

Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice
Martin, N (2012). Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice. Good Autism Practice. 13 (1), pp. 56-63.

What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words)
Beardon, L, Martin, N and Woolsey, I (2009). What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words). Good Autism Practice. 10 (2), pp. 35-43.

Personal statements: helping transition to further education and employment
Martin, N (2008). Personal statements: helping transition to further education and employment. Good Autism Practice. 8 (2), pp. 17-20.